1. Raising standards, improving lives
Assessment without levels
AAIA conference
8 October 2015
Tim Bristow SHMI

2. Our Regional priorities

3. Regional priorities
Increase the proportion of good and better providers
Improve the provision and outcomes for looked after children and care leavers
Secure high quality inspection
East of England Regional Priorities 2015/16
Improve the provision and outcomes for disadvantaged pupils
Strengthen leadership and governance

4. Ofsted inspections from September 2015

5. The handbook
Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. (pg11)
Ofsted does not expect performance- and pupil- tracking information to be presented in a particular format. Such information should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school. (pg12)
5/10

6. From the evaluation schedule
Effectiveness of leadership and management (pg 39)
In making this judgement in schools, inspectors will consider:
how effectively leaders monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this
6/10

7. From the evaluation schedule
Quality of teaching, learning and assessment (pg46)
In evaluating the accuracy and impact of assessment, inspectors will consider how well:
teachers use any assessment for establishing pupils’ starting points, teacher assessment and testing to modify teaching so that pupils achieve their potential by the end of a year or key stage; inspectors should note that Ofsted does not expect to see any particular system of assessment in place.
assessment draws on a range of evidence of what pupils know, understand and can do across the curriculum
teachers make consistent judgements about pupils’ progress and attainment, for example within a subject, across a year group and between year groups.
7/10

8. From the evaluation schedule
Outcomes for pupils (pg 54)
In judging achievement, inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress. Within this, they will give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant. Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests. As part of pupils’ progress, inspectors will consider the growth in pupils’ security, breadth and depth of knowledge, understanding and skills.
8/10

9. From the evaluation schedule
Outcomes for pupils (pg 54)
Inspectors will gather evidence about the progress of current pupils through:
observations in lessons
discussions with pupils about their understanding of things they have been learning about
scrutiny of pupils’ acquisition of knowledge, understanding and skills over time as shown in their work, not exclusively that in their books
the school’s own information, taking account of the quality and rigour of the assessment on which it is based.
9/10

10. From the evaluation schedule
Outcomes for pupils (pg 55)
When considering the school’s records for the progress of current pupils, inspectors will recognise that schools are at different points in their move towards adopting a system of assessment without national curriculum levels.
10/10

11. The purpose of assessment

12. Formative and summative assessment
What do you want your teachers to be spending their time doing each day?
What do you think you should be doing?
What are you going to change?
12/10